pptx - People Search

EKU will graduate informed
critical and creative thinkers
who communicate
effectively.
http://www.qep.eku.edu/
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Group activity
(2-4 participants, 10-15 minutes)
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Consider the possible steps required in
thinking critically about this scenario:
“Notice in mail about contaminants
released in the domestic water supply.”
Group Activity (2-4 participants; 10-15 minutes)
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The problem is …
This is an important problem (to me) because …
The key question that needs to be answered to
solve this problem is …
The main purpose in addressing the problem is …
Some important assumptions I am using …
The key ideas or concepts guiding my thinking
about dealing with this problem are …
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The following information is needed to answer
this question …
The points of view relevant to this problem are …
If the problem is solved some important
implications are …
If the problem is not solved some important
implications are …
Based on our analysis of the problem the best
solution is …
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Seek better ways of doing things
Formulate the problem clearly
Work on significant problems or issues
Examine their assumptions
Draw on concepts and logic while solving problems
Gather relevant information
Consider multiple viewpoints and possible implications
Reach reasonable solutions and conclusions
Rely on standards for guiding their thinking
Believe in the power of their minds
Students will Explore and use relevant information
in order to gain knowledge and solve problems
 Students will Evaluate information and ideas using
appropriate methods
 Students will Expand and generate their own ideas
and express them effectively
 Students will Express a point of view and develop it
with awareness of alternatives
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Infusing Critical Thinking (CT) into the
 General Education (GE) Program
 Student Learning Objectives (SLOs) campus wide (EKU
syllabus policy, pg. 2)
First Year Academic Orientation Course—GSD 101
(Foundations of Learning)
 Thinking & Communicating Across the Curriculum (TCAC)
 Service-Learning Project (SL)
 Noel Studio for Academic Creativity
 Citizens' Assembly for Critical Thinking About the United
States (CACTUS)
 Co-Curricular Learning Community (CCLC)
 Instructional Strategies Professional Learning Community
 …
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Increasing awareness of the QEP
Providing resources
Providing information and training
Promoting a shared understanding and common
language of critical and creative thinking and
communication activities
QE Coaches from all colleges and professional staff
QEP Calendar
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Critical and creative thinking are dynamic and
deliberate processes where learners are active
participants in intellectual activities in which they
explore, evaluate, expand and express in relation to
problems, scenarios, and arguments in order to reach
sound and innovative solutions, decisions, and
positions.
Paul-Elder model of Critical Thinking
Higher-order thinking used in all disciplines of
study
 Provides the “keywords”
 Three components:
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Elements
of Thought
Intellectual
Standards
Intellectual
Traits
The InteIlectual Standards can
be applied to the Elements of
Thought as we learn to develop
better Intellectual Traits in an
effort to be better Critical and
Creative Thinkers!
Clarity
Precision
Relevance
Significance
Accurate
Logical
Fairness
Depth
Breadth
Example: Evaluating the statement “homework will be assigned”
using selected intellectual standards.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Clarity
Accuracy
Precision
Relevance
Depth
Breadth
Logic
Significance
Fairness
Source: The Miniature Guide to
Critical Thinking: Concepts and
Tools, by Drs. R. Paul and L. Elder
Formulate
questions
or
problems
• Define/
express/
state the
problem
or issue
• Subissues
• Consider
questions
linked to
issue
Purpose
Point of view
Assumptions
• Goal
• A closer
view
• Deeper or
broader
reason it
should
be solved?
• Consider
personal
or social
stake in
solving or
tackling
the issue
• Perspectives
• Thinking hats
• Walk in
somebody
else’s shoes
• Outsider’s or
non-specialist
viewpoint
• Multiple
views exist
concurrently
• Background
information
• What can
we take for
granted
• Initial
conditions
• Reasonable
assumption
based on
context
• Presupposit
-ion
Concepts
•
•
•
•
•
•
•
•
Theories
Definition
Principles
Models
Axioms
Theorems
Rules
Hypothesis
• Key
words
Information
•
•
•
•
•
•
Data
Facts
Observations
Experiences
Evidence
Search for
valid and
external
sources
Example: Should I assign homework?
Solutions
•
•
•
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Judgments
Conclusions
Interpretations
Discussion
Must follow
from the
information
and concepts
under the
stated
assumptions
Consequences
• If solved then
what?
• If not solved
then what?
• Implications
• Potential
positive,
negative, and
unexpected
future
outcomes
• Directions for
future work
1. Purpose of the Thinking
2. Point of View
3. Assumptions
4. Implications and Consequences
5. Data, facts, and Experiences
6. Inferences and Judgments
7. Theories and Concepts
8. Answer a Question or Solve a Problem
Source: The Miniature Guide to Critical
Thinking: Concepts and Tools, by Drs.
R. Paul and L. Elder
Students will apply the Elements of Thought to analyze
their reading and writing assignments
Consequences …
Positive Traits
Negative Traits
Fair Mindedness
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Intellectual Empathy
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IntellectualPerseverance
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Confidencein Reason
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IntellectualIndependence
___________________
IntellectualCourage
___________________
IntellectualHumility
___________________
Intellectual Integrity
___________________
As the branch
is bent, the
tree will grow?
So can assigning
homework help
with any of this?
1.
2.
3.
4.
5.
6.
7.
8.
Intellectual Integrity
Intellectual Independence
Intellectual Perseverance
Intellectual Empathy
Intellectual Humility
Intellectual Courage
Confidence in Reason
Fair mindedness
Source: The Miniature Guide to
Critical Thinking: Concepts and
Tools, by Drs. R. Paul and L. Elder
Intellectual Standards are applied to a student’s thinking using the
Elements of Thought so that these eventually become part of the
regular thought process of our students, as they develop constructive
Intellectual Traits
Source: The Miniature Guide to
Critical Thinking: Concepts and
Tools, by Drs. R. Paul and L. Elder
1. State your main point: “I think…..”
2. Elaborate on your main point in several sentences:
“In other words……”
3. Exemplify or give an example of your main point:
“For example……”
4. Illustrate or give an illustration of your main point:
“It’s like………” A picture or even a return
demonstration of a skill

SEEI a course concept such as :
What does it Mean to Study?
S: to study means to read the textbook and
assignments and process the information in a
meaningful way so that you can use the
knowledge again.
 E: In other words it takes time, effort, and occurs
after much thought.
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E: For example, to really study means to read all
the material, read my class notes, use the eight
elements of thought to mentally think through
the concepts, theories or definitions used in class
and be able to apply that information in various
situations.
 I : It is like a tennis player preparing for a big match,
he/she practices each day, works out with
weights, eats nutritious foods, gets rest, and
meditates in preparation so that he/she brings
their “A” game to the match ( or exam).
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State: the Concept or discipline-related Skill
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Elaborate: on the Skill and gather necessary
equipment to successfully perform the skill
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Exemplify :or verbally discuss the skill and
how it is used in a specific discipline
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Illustrate: Perform the specific skill correctly
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SEEI the concept of Critical Thinking or a
concept central to your course:
What is Central to the course you are teaching?
What information is essential for the student to know
and reason through?
Move to the Fundamental and Powerful Concepts to
convey the information necessary to answer the
Central Question(s)
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When learning a discipline, students must learn to :
1) Think Critically within that discipline
2) Wade through the vast amount of information
and decide what is most important and useful
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Fundamental and Powerful Concepts are a
relatively small number of the most Useful and
Central to the discipline
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What are the Fundamental and Powerful Concepts
of a course OR a Particular Unit within a course?
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Just list 3 maybe 4
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This takes time and thought so do not get
frustrated!
Start out lecture with the main questions that will be addressed
For example, in a course on Computer Networking, while
discussing current state of communication, one may lead with
the following questions:
Why are different modes of
communication needed?
What mechanisms form the core of
Ethernet based communication?
How fast are Ethernet
based communication
speeds progressing?
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Encouraging students to reflect on their learning:
Meta-cognition
 Anonymous submission of weekly CIQs
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 At what moment in class this week did you feel most engaged with
what was happening?
 At what moment in class this week were you most distanced from what
was happening?
 What action that anyone (teacher or student) took this week did you
find most affirming or helpful?
 What action that anyone took this week did you find most puzzling or
confusing?
 What about the class this week surprised you the most? (This could be
about your own reactions to what went on, something that someone
did, or anything else that occurs).
Source: http://www.stephenbrookfield.com/Dr._Stephen_D._Brookfield/Critical_Incident_Questionnaire_files/CIQ.pdf
Evaluation
Based on Benjamin
Bloom’s 1956
classification of
intellectual behavior
(further updated in
the 1990s)
Synthesis
Analysis
Application
Comprehension
Knowledge
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We all have the responsibility as educators to facilitate
the learning process and infuse critical and creative
thinking into each and every course on EKU’s campus to
create better thinkers and effective communicators!
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Support is available through the Teaching Learning
Center and the QEP Coaches group
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Email: [email protected]
QEP website: http://www.qep.eku.edu/
Bev Hart ([email protected], 859-622-1869)
Vigs Chandra ([email protected], 859-622-1187)
Source: http://www.youtube.com/watch?v=kO8x8eoU3L4
SEEI
State
Exemplify
Elaborate
CIQ
Illustrate
Incident
Critical Questionnaire
Fundamental
and Powerful
Concepts
Source: The Miniature
Guide to Critical Thinking:
Concepts and Tools, by
Drs. R. Paul and L. Elder
http://www.qep.eku.edu